document resume ed 257 938 williams, freddie l. tutor ... resume. ce 041 653. williams, freddie l....
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ED 257 938
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CE 041 653
Williams, Freddie L.Tutor Clients. Module CG C-2 of CategoryC--Implementing. Competency-Based Career GuidanceModules.American Association for Counseling and Development,Alexandria, VA.; American Institui..es for Research inthe Behavioral Sciences, Palo Alto, Calif.; AmericanVocational Association, Inc., Arlington, Va.;Missouri Univ., Columbia.; Ohio State Univ.,Columbus. National Center for Research in VocationalEducation.Office of Vocational and Adult Education (ED),Washington, DC.ISBN-0-934425-14-08584p.; For other modules in the Competency-BasedCareer Guidance Series, see CE 041 641.Bell and Howell Publication Systems Division, OldMansfield Road, Wooster, OH 44691-9050.Guides - Classroom Use - Materials (For Learner)(051)
MF01/PC04 Plus Postage.Behavioral Objectives; Career Education; *CareerGuidance; Career Planning; *Competency BasedEducation; Counselor Fvaluation; *Counselor Training;Decision Making; *Guidance Personnel; GuidancePrograms; Individualized Instruction; Job Skills;Learning Activities; Learning Modules; NeedsAssessment; Postsecondary Education; ProgramDevelopment; Program Effectiveness; ProgramEvaluation; *Program Implementation; *Tutoring;Tutors
ABSTRACTThis module, one in a series of competency-based
guidance program training packages, focuses on specific professionaland paraprofessional competencies of guidance personnel. Modules inCategory C suggest how to conduct, accomplish, or carry out selectedcareer guidance program activities. The purpose of this module is tohelp career guidance personnel gain the skills needed to plan,imrlement, and evaluate a tutoring program. It begins with a sectionthat presents the module goal and a listing of the six competencystatements. An introduction gives an overview of the purpose andcontent of the module. The next section presents a reeding (cognitiveinformation) on each one of the competencies. Learning experiencesrelated to the needed competencies follow. One learning experienceex:sts for each competency (or cluster of competencies), and each mays.cand on its own. Each learning experience consists of an individualactivity, individual feedback, and group activity. An evaluationsection contains a Pre- and Post-Participant Assessment Questionnaireand a Trainer's Assessment Questionnaire. A final section lists allreferences and provides annotations of related major resources.(YLB)
Tutor Clients
U f. DEPARTIMINT OF IDUCATIONNATIONAL INSTITUTE OF EDUCATION
EDUCATIONAL RESOURCES INFORMATIONCENTER (ERIC)
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CENTER (ERIC)
COMPETENCY-BASED CAREER GUIDANCE MODULES
PLANNING
A-1 Identify and Planfor Guidance Program Change
A-2 Organize Guid-ance Program Devel-opment Team
A-3 Collaborate withthe Community
A-4 Establish aCareer DevelopmentTheory
A-5 Build a Guid-ance Program Plan-ning Model
A-5 Determine Clientand EnvironmentalNeeds
SUPPORTING
8-1 InfluenceLegislation
8.2 Write Proposals
,..18-3 Improve PublicRelations and Com-munity Involvement
IMPLEMENTING
8-4 Conduct StaffDevelopmentActivities
13.5 Use and Complywith AdministrativeMechanisms
9-411----310A
C-1 Counsel Individ-uals and Groups
C-2 Tutor Clients
C-3 Conduct Com-puterized Guidarce
D4 Infuse Curricu-lum-Based Guidance
C-5 CoordinateCareer ResourceCenters
C-6 Promote Home-Based Guidance
C-7 Develop a WorkExperience Program
C-S Provide forEmployability SkillDevelopment
C-9 Provide for theBasic Skills
C-10 ConductPlacement and Refer-ral Activities
C-11 FacilitateFollow-through andFollow-up
C-12 Create and Usean Individual CareerDevelopment Plan
IC -13 Provide CareerGuidance to Girlsand Women
C-14 EnhanceUnderstanding ofIndividuals withDisabilities
1C-15 Help EthnicMinorities withCareer Guidance
1C-16 Meet InitialGuidance Needs ofOlder Adults
OPERATING
V
D1 Ensure ProgramOperations
0-2 Aid ProfessionalGrowth
C-17 Promote Equityand Client Advocacy
C-18 Assist Clientswith Equity Rightsand Responsibilities
C-19 Develop Ethicaland Legal Standards
EVALUATING
E1 Evaluate Guid-ance Activities
W/4-
E-2 Communicateand Use Evaluation-Baced Decisions
Tutor Clients
Module CG C-2 of Category C ImplementingCompetency-Based Career Guidance Modules
by Freddie L. Williams
The National Center for Research in Vocational EducationThe Ohio State University1960 Kenny RoadColumbus, Ohio 43210
1985
ISBN 0. 934425-14-0
Copyright ' 1985 by The National Center for Research in Vocational Education, The Ohio State University. All rights reserved.
These materials were developed by the National Center for Research In Vocational Education, The Ohio State University,Columbus, Ohio; The American Association for Counseling and Development, Alexandria, Virginia; The American VocationalAssociation, Arlington, Virginia; The American Institutes for Research, Palo Alto, California: and the University of Missouri-Columbia, through contracts from the United States Department of Education, Office of Vocational and Adult Education; underthe research section of the Educational Amendment of 1976 (Pl. 94-482). Copyright is claimed until full term. Thereafter allportions of this work covered by this copyright will be in the public domain. The opinions expressed, however, do not necessarilyreflect the position or policy of the Department of Education, and no official endorsement by the Department of Education shouldbe inferred.
Published and distributed by But & Howell Publication Systems Division,Old Mansfield Road, Wooster, Ohio 44691-9050. 1-800-321-9881 or in Ohio call (216) 284-6666.
BELL HOWELLPublication Systems Division
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FOREWORDThis counseling and guidance program series is patternedafter the Performance-Based Teacher Education modulesdesigned and developed at the National Center for Researchin Vocational Education under Federal Number NE-COO-3-77Because this model has been successfully and enthusiasticallyrecieved nationally and internationally this series of moduleSfollows the same basic format
This module is one of a series of competency-based guidanceprogram training packages focusing upon specific professionaland paraprofessional competencies of guidance personnelThe competencies upon which these modules are based wereidentified and verified through a project study as being thoseof critical importance for the planning supporting implement-ing operating and evaluating of guidance programs Thesemodules are addressed to professional and paraprofessionalguidance program staff in a wide variety of educational andcommunity settings and agencies
Each module provides learning experiences that integratetheory and application each culminates with competencyreferenced evaluation suggestions The materials are designedfor use by individuals or groups of guidance personnel whoare involved in training Resource persons should be Skilled inthe guidance program competency being developed andshould be thoroughly oriented to the concepts and proceduresused in the total training package
The design of the materials provides considerable flexibilityfor planning and conducting competency-based preserviceand inservice programs to meet a wide variety of individualneeds and interests The materials are intended for use byuniversities. state departments of education. postsecondaryinstitutions intermediate educational service agencies. JTPAagencies employment security agencies. and other commu-nity agencies that are responsible for the employment andprofessional development of guidance personnel
The competency-based guidance program training packagesare products of a research effort by the National Center'sCareer Development Program Area Many individuals, institu-tions and agencies participated with the National Center andhave made contributions to the systematic developmenttesting and refinement of the materials
National consultants provided substantial writing and reviewassistance in development of the initial module versions overt 300 guidance personnel used the materials in early stages oftheir development and provided feedback to the NationalCenter for revision and refinement The materials have beenor are being used by 57 pilot community implementation sitesacross the country
Special recognition for major roles in the direction. develop-ment. coordination of development testing and revision ofthese materials and the coordination of pilot implementationsites is extended to the following project staff Harry N DrierConsortium Director. Robert E Campbell. Linda PfisterDirectors. Robert Bhaerman. Research Specialist KarenKimmel Boyle. Fred Williams. Program Associates. and JanieB r:onnell. Graduate Research Associate
Appreciation also is extended to the subcontractors whoassisted the National Center in this effort Drs Brian Jonesand Linda Phillips-Jones of the American Institutes forResearch developed the competency base for the total pack-age managed project evaluation. and developed the modulesaddressing special needs Gratitude is expressed to DrNorman Gysbers of the University of Missouri-Columbia forhis work on the module on individual career developmentplans Both of these agencies provided coordination andmonitoring assistance for the pilot implementation sitesAppreciation is extended to the American Vocational Associ-ation and the American Association for Counseling andDevelopment for their leadership in directing extremely impor-tant subcontractors associated with the first phase of thiseffort
The National Center is grateful to the U S Department ofEducation. Office of Vocational and Adult Education (OVAE)for sponsorship of threecontracts related to this competency-based guidance program training package In particular weappreciate the leadership and support offered project staff byDavid H Pritchard who served as the project officer for thecontracts We feel the investment of the OVAE in this trainingpackage is sound and will have lasting effects in the field ofguidance in the years to come.
Robert E TaylorExecutive Director
National Center for Researchin Vocational Education
THE NATIONAL CENTER
FOR RESEARCH IN VOCATIONAL EDUCATIONTHE 01-410 STATE UNIVERSITY1960 KENNY ROAD COLUMBUS OHIO 43210
The National Center for Research in Vocational Education's mis-sion is to Increase the ability of diverse agencies. institutions. andorganizations to solve educational problems relating to individualcareer plannwg, preparation. and progression The National Centerfulfills its mission by
Generating knowledge through researchDeveloping educational programs and productsEvaluating individual program needs and outcomesPro/ lung information for national planning and policyInstalling educational programs and productsOperating information systems and servicesconduc ting leadership development and training programs
BELL HOWELLPublications Systems DivisionPublication Products
Bell & Howell. Publication Products. is one of two operating unitsthat comprise Publication Systems Division Based in Wooster.Ohio. Publication Products Specializes in the production and repro-duction of newspapers, periodicals, indexes. career informationmaterials and other widely used information sources in microform.hard copy and electronic media.
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ABOUT THIS MODULE
,
gulf:lents"iplitlitftaikills.notidad to plan,
t a. t1 in program.
INTRODUCTION 5
READING 7
Competency 1. Determine, through the use of needs assessment techniques, which clientsare in need of individualized tutoring for career planning, decision making, andpreparation 7
Competency 2. Obtain support for tutoring activities, make physical arrangements, recruitand train tutors, and set up a process for scheduling tutoring sessions 8
Competency 3. Describe in detail the content to be taught to clients through tutoring, suchas potential life career roles, channels of entry into various careers, steps to follow incareer decision making, strategies for career exploration, preparation, and placement,job interview techniques, and sources of career information 12
Competency 4. Plan and conduct a tutoring session that is based on the client's previouslyidentified needs and that uses systematic instructional procedures and feedback for theclient's responses 14
Competency 5. Coordinate and monitor tutoring activities, and resolve any issues orproblems that occur 18
Competency 6. Evaluate tutor performance by assessing client progress and modifytutoring activities based on evaluation findings 24
LEARNING EXPERIENCES1. Developing Needs Assessment Techniques 29
2. Obtaining Support for Tutorial Activities 37
3. Determining Content for the Tutoring 41
4 Planning Career Development Tutoring 55
5. Coordinating and Monitoring Tutoring Activities 61
6. Evaluating Program Effectiveness 67
EVALUATION 71
REFERENCES 79
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ABOUT USING THE CBCG MODULESCBCG Module Organization
the training modules cover the knowledge, skills, andattitudes needed to plan, support, implement, operate, and
evaluate a comprehensive r.sareer guidance program. Theyare designed to provide career guidance program im-plementers with a systematic means to improve theircareer guidance programs. They are competency-basedand contain specific information that is intended to assistusers to develop at least part of thecritical competenciesnecessary for overall program improvement.
These modules provide information and learning ac-tivities that are useful for both school-based andnonschool-based career guidance programs.
The modules are divided into five categories.The GUIDANCE PROGRAM PLANNING category assistsguidance personnel in outlining in advance what is to bedoneThe SUPPORTING category assists personnel in know-ing how to provide resources or means that make it possi-ble for planned program activities to occur.The IMPLEMENTING category suggests how to conduct,accomplish. or carry out selected career guidance programactivities.The OPERATING category provides information on howto continue the program on a day-to-day basis once it hasbeen initiated.The EVALUATING category assists guidance personnelin judging the quality and impact of the program and eithermaking appropriate modifications based on findings ormaking decisions to terminate it.
Module Format
A standard format is used in all of the program'scompetency-based modules. Each module contains (1) anintroduction, (2) a module focus, (3) a reading, (4) learn-ing experiences, (5) evaluation techniques, and (6)resources.
Introduction. The introduction gives you, the moduleuser, an overview of the purpose and content of themodule. It provides enough information for you to deter-
mine if the module addresses an area in which youneed more competence.About This Module. This section presents the follow-
ing information:Module Goal: A statement of what one can ac-complish by completing the module.Competencies: A listing of the competencystatements that relate to the module's area of con-
cern. These statements represent the competenciesthought to be most critical in terms of difficulty forinexperienced implementers, and they are not anexhaustive list.
This section also serves as the table of contents for the
reading and learning experiences.Reading. Each module contains a section in whichcognitive information on each one of the competenciesis presented.
1. Use it as a textbook by starting at the first page andreading through until the end. You could then
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complete the learning experiences that relate tospecific competencies. This approach is good if you
would like to give an overview of some competen-cies and a more in-depth study of others.
2. Turn directly to the learning experiences(s) thatrelate to the needed competency (competencies).Within each learning experience a reading is listed.This approach allows for a mop e experiential ap-proach prior to the reading activity.
Learning Experiences. The learning experiences aredesigned to help users in the achievement of specificlearning objectives. One learning experience exists foreach competency (or a cluster of like competencies), andeach learning experience is designed to stand on its own.Each learning experience is preceded by an overviewsheet which describes what is to be covered in the learn-
ing experience.Within the body of the learning experience, the followingcomponents appear.
Individual Activity: This is an activity which a personcan complete without any outside assistance. All of theinformation needed for its completion is contained inthe module.Individual Feedback: After each individual activitythere is a feedback section. This is to provide userswith immediate feedback or evaluation regarding theirprogress before continuing. The concept of feedbackis also intended with the group activities, but it is builtright into the activity and does not appear as a separate
section.Group Activity: This activity is designed to befacilitated by a trainer, within a group training session.
The group activity is formatted along the lines of afacilitator's outline. The outline details suggested ac-tivities and information for you to use. A blend ofpresentation and "hands-on" participant activities suchas games and role playing is included. A Notes columnappears on each page of the facilitator's outline. Thisspace is provided so trainers can add their own com-ments and suggestions to the cues that are provided.
Following the outline is a list of materials that will beneeded by workshop facilitator. This section can serveas a duplication master for mimeographed handoutsor transparencies you may want to prepare.
Evaluation Techniques. This section of each module con-tains information and instruments that can be used tomeasure what workshop participants need prior to train-ing and what they have accomplished as a reFult of train-ing. Included in this section are a Pre- and Posy ParticipantAssessment Questionnaire and a Trainer's AssessmentQuestionnaire. The latter contains a set of performanceindicators which are designed to determine the degree ofsuccess the participants had with the activity.
References. All major sources that were used to developthe module are listed in this section. Also, major materialsresources that relate to the competencies presented in the
module are described and characterize0
If your agency is typical, you, as a career guid-ance team member, are probably responsible forthe learning and development of several hundredclients. In some educational settings, the ratiobetween student and counselor is as high as 400to 1. This high ratio and other factors, particularlytime constraints, do not permit the guidance teammember to interact daily on a one-to-one basiswith clients. On the other hand, there is a greatneed for individualization of career guidanceactivities especially for those clients with specialneeds which cannot be met without continuousand close interaction with the counselor or in-structor. So, how can this individualized servicebe provided? One viable alternative is the imple-mentation of a tutorial program within your orga-nization. If developed properly, a tutorial pro-gram can be an efficient, flexible, and inexpensiveway of providing individualized guidance to a fewor an unlimited number of clients. Think about it!The prospects for potential tutors offer manypossibilities. And of course, there are alwaysthose clients who can use a little more assistance.Does your agency have any of the following peo-ple: teachers, counselors, administrators, par-ents, volunteers, clergy, students/clients, librar-ians, retired personriel, or community personnel?If so, you have a pool of potential tutors.
The type of tutorial program you can implementwill be based on the following factors:
1. Setting characteristics
2. Age/grade groupings
3. Client characteristics
4. Career development needs
5. Agency support
5
INTRODUCTION
There are two basic tutoring approaches; cross-age and peer tutoring. Cross-age is the approachin which the tutors are older, more experienced,or have mastered the skill(s) in which they willhelp the tutee. Peer tutoring is one where thetutor is the same age or level as the tutee. How-ever, the tutors are more proficient in the skillsthey are to assist the tutee in gaining.
If a client is being tutored in the areas of careerexploration, planning, or decision making, youwould probably prefer an adult who has evolvedthrough a fairly successful career path. However,this does not eliminate the possibility of having aneffective program with peer tutoring. You mightwant to consider using older clients or instructorswithin your agency as tutors. Of course, if the agegroup or the population is not responsible enoughto carry out tutorial activities independently, it isalmost imperative that you use adult tutors. Cir-cumstances will vary from one agency to anotherand it is important that you consider the advan-tages and disadvantages of one approach overanother when selecting tutors.
In addition to skill development through individ-ualized instruction there are many other benefitsto the establishment of a tutorial program. Partici-pants can develop a sense of belongingness, self-worth, and accomplishment. In fact, in the correc-tional setting, some tutorial programs have beenfocused on the affective learning of prisoners, asopposed to cognitive skill development. In anycase, through tutoring you can improve attitudesand behaviors, as well as specific cognitive skills.
READING
Developing Needs Assessment Techniques
One of the major reasons for establishing a tutor-ial program is to provide a system for giving indi-vidual assistance to those clients who have diffi-culty in the career development process. Generally,your clients will have very clearly defined goalswith respect to career planning and preparation.However, these goals may be grossly unrealisticin terms of their abilities. You will have otherclients who exhibit problems in making deci-sions, seeking information, or stating what theyvalue. A client who displays any of these prob-lems may be a candidate for tutoring. It is impor-tant that some type of assessment be conductedthat validates the potential need of the client. So,how do you determine which clients are in needof tutorial services? Needs assessment techniquesand procedures are discussed in detail in themodule CG A-6 Determine Client and Environ-mental Needs. The current discussion is limitedto two general categories of assessment, formaland informal.
Formal Assessment
Formal assessments, for the most part, are thosecommercial assessment instruments that havebeen standardized, validated, and made availablefor a fee. These include personality and interestinventories, aptitude tests, and career develop-ment inventories. Perhaps your agency has someinstruments designed to assess the career devel-opment needs of your clients. If so, you may havea plan in place for conducting various assess-ment activities. For example, some correctionalinstitutions, as a part of intake procedures, admin-ister an interest inventory as well as an aptitudetest before making assignments to educational orcounseling programs. These assessment instru-ments are used to provide the data for developing
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specific objectives and activities for the individ-ual. Before conducting any type of assessmentfor tutorial programs, you should identify currentassessment activities within your agency whichmight complement or enhance your efforts. Youmay be able to save valuable time and resourcesby using appropriate materials that are beingused by others. If no formal needs assessmentplans exist within your agency, you may want toconsider the commercially prepared assessmentinstruments. There are a number of resourcedocuments available that provide listings of a vari-ety of needs assessment instruments. The listingsinclude a description of the test, administrationprocedures, interpretation, usability, and grade/age level. For the most part, these instruments areintended as measures of typicnI human behaviorand the results may appropriately be applied toassisting clients with self-understanding, careerawareness and planning, and occupational/edu-cational decision making. The following are just afew of the resource documents you may wish toconsult regarding assessment instruments.
Selected Tests for Assessing CareerDevelopment
Indiana Career Resource Center1201-09 South Greenlawn AvenueSouth Bend, Indiana 46615
Center for the Study of EvaluationGraduate School of EducationUniversity of California405 Hilgard AvenueLos Angeles, California 90024
Tests in Print, 0. Busos (ed.)Gryphon Press, Inc.220 Montgomery StreetHighland Park, New Jersey 08904
Informal Assessment
In addition to standardized assessment proce-dures. you also may use more informal ones suchas observations, interviews, and questionnaires.These methods can provide additional insightinto client needs as well as an opportunity forinteraction with clients. When using informalassessment techniques, you should be aware ofpossible clues which might indicate the client'sneed for tutorial services. In addition to skin defi-ciency, other indicators of need may be--
1. lack of personal organization,
2. difficulty in remaining on tasks,
3. poor attitude,
4. frequent absenteeism,
5. lack of confidence,
6. poor health,
7. poor scholastic achievement, and
8. poor interpersonal skills.
Remember, a tutorial program can focus on theimprovement of both cognitive and affectivebehaviors. Simulation activities are also effectivein assessing the career development needs ofclients. For example, observing the client's behav-ior in role play situations, interviews, or field tripscan be a way of assessing career developmentneeds of clients. Close attention to the clients'questions can give you a broader and deeperinsight into their needs than formal assessmentinstruments.
Either or both approaches will determine whichclients are in need of tutoring for career develop-ment. Each item or question should be related toa specific career guidance goal of your program.Naturally, this will be more difficult if you usestandardized assessment instruments. In this case,you and other team members should review theinstrument to decide the general goal areas towhich the items or questions relate. For example,a goal may be as follows: Clients will be able touse the skills necessary to gather, organize, andevaluate information for effective decision mak-ing. The related item in the assessment processmight require the client to perform the followingtasks: (1) to list a number of information sourcesfor career decision making; (2) to explain thesteps involved in making a decision. You musthave criteria by which to judge the client's responseas acceptable or unacceptable. In order to con-sistently and readily identify client needs, thoseitems or questions in which the client does notmeasure up to standard should then be translatedinto student performance objectives. This mightread as follows: The client will be ablo to identify anumber of information sources for career deci-sion making.
All you have done is simply restated the standardof measure in behavioral terms. Now you areready to design activities that will assist theclients and their tutors in achieving this objective.Ideally, you should pilot test the assessmentinstrument before using it with a large number ofclients. Other questions you need to address are:(1) When will clients be tested? (2) Which itemsdo not relate specifically to your program goals?(3) Where will clients be tested? (4) Who will betested?
Obtaining Support for Tutorial Activities
Competency 2 Obtain support for tutoring activities, make physicalarrangements, recruit and train tutors, and set aprocess for scheduling tutoring sessions.
Effective tutoring does not just happen. In orderfor your tutorial program to operate successfully,it must be planned. implemented, monitored, andmodified systematically. During the planning
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phase, you should begin a public relations cam-paign. This would include pamphlets, newslet-ters, news articles, speaking engagements, orany other effective way of publicizing tutorial
10
activities to the general community. Even in acorrectional or institutional setting, ou shouldinform staff and clients of the program. The pur-pose .of your public relations campaign is two-fold: to solicit the support and involvement ofimportant parties (staff, parents, administrators);and to develop a positive concept of the tutorialprogram. So how do you create a positive con-cept of a tutoring program? First and foremost,the program should not be referred to as a reme-dial activity. Major emphasis should be on theindividualized nature of tutoring. For example,your project title might read "Individualized Stu-dent Learning," or "Career Development TutorialServices." The program should be described atmeetings and other public. forums. You shouldstress such features, as the exploratory nature ofthe program, the benefits of participation in theprogram, and the future expansion plans of theprogram.
Parents and peers are significant persons toinform and involve in your tutoring program. Par-ental involvement will probably range from noneat all to a significant level depending on youragency, and the age of your clients. Of course, ifyou are within a correctional institution or sometype of live-in facility, parental involvement willlikely be minimum. You should be aware, how-ever, that in some educational settings, the per-mission of parents may be required for the clientto even participate in tutoring activities. Perhapsyour agercy may use a parent as a tutor. If you area church organization, the entire program may bebuilt around parents of minors. Whatever thecase, parents play a major role in the careerdevelopment of their offspring, so why not putthat influence to work in a positive way throughyour tutorial program.
Befcre launching your public relations campaign.A letter should be written to parents of n- inorsexplaining the program to them. The letter shouldcontain the following information:
Purpose of the program (positively stated)
Explanation of procedures
Dates of implementation
Evaluation Plan (Simply stated)
Encorragement of visitation
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Making Physical Arrangements and Scheduling
Another important planning consideration is thearrangement of space allocation for the tutorialsessions. Since it is conceivable that many careerdevelopment activities may take place in thecommunity and places other than the "home set-ting," you should make arrangements for eachtutor/tutee pair to have space for "in home" activi-ties. Perhaps, one of your tutors is a salesclerk fora nearby retail merchant. It is conceivable thatsome of the tutorial sessions might take place atthe place of employment. It is important to havesome space at the home setting for the initial andsome of the subsequent tutorial meetings.
If at all possible, you should not change the meet-ing place for any tutor/tutee team once it hasbeen established. This rule also applies to thetime of the meeting. For the sake of other class oractivity schedules, you should consider it a neces-sity to have teams meet on a given day at the sametime. One of the most appropriate times is whennonparticipants of the tutorial program are in-volved in other activities. A very important rule ofthumb for you to remember is never to scheduletutoring sessions during highly preferred activi-ties of any kind. Tutors and tutees should not bepenalized by having to attend a tutoring session,instead of a preferred activity.
Space can be a major problem. if not plannedcarefully and cooperatively with others. Spaceassignment, undoubtedly, will be based primarilyon room availability as well as tutor and/or tuteeschedules or other commitments. If you havetutoring sessions operating concurrently, a fewteams may be assigned to the same room, if it islarge enough to accommodate them. It is also agood idea to separate space by using partitions.Spaces should not be assigned where others arestudying, because this can be distracting toeveryone. As many as ten or more teams can beassigned to a medium sized room; however, par-ticipants may require a few sessions to adjust tothe distractions around therm
If staffing and resources permit, you should usemonitors for tutorial sessions, particularly whenyou are using a peer tutoring approach. The moni-tors can and should provide feedback to tutors ontutoring procedures as well as assist with prob-lems which might arise. Monitors can help theoverall operation of the tutoring program runsmoothly, and relieve the coordinator of various
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routine duties. If you decide to use monitors as apart of your program, scheduling must be plannedaround their availability. Staff members and par-ents make very good monitors.
Some additional areas of concern which need tobe addressed in relation to scheduling are these:
When will tutor training workshop sessionsbegin and end? On what day of the week andat what time will the workshops be held?
How long will tutoring go on? Tutoringshould not be an indefinite process thatlasts as long as there is an interest and posi-tive results. Tutoring should be planned fora specific time period, such as six weeks,eight weeks, ten weeks.
How long a time period will there be betweentutoring cycles? How much time should beallocated for program evaluation? Theanswers to these questions relate to theschedule of operation for your agency.
Recruiting and Training
Assuming you have conducted an outstandingpublic relations campaign, you should have noproblem in recruiting tutors.
If you have created a positive climate for the pro-gram, participants will be be eager to becomepart of it. If you have informed community repre-sentatives of the purpose and objectives, as well
the benefits of particip..ijon, then you shouldhave few problems in recruiting. Colleagues,community people, and parents should all be re-cruited in a well planned effort.
Primarily, you should depend on the services ofvolunteer tutors; however, in some cases generalsolicitation of tutors in newsletters or meetingsmay be necessary. In some cases, you may haveto personally call on specific individuals to engagetutors. In any case, you should have some generalcriteria for tutor selection. For example, does thetutor appear to have the ability to establish afriendly relationship? Is the tutor an independentworker/ Is the tutor responsible? Initially, youranswers to these questions will probably be verysubjective because of limited contact with thetutor However, later you or the tutor monitor willwant to assess the tutor's effectiveness in certainareas. Sample 1 is an example of an observationform
If you are usir.,. Audents or peer tutors, you maywant to prepare a checklist of appropriate proce-dures for them to observe and record during ademonstration session. On the other hand, if youare using professional staff members from youragency as tutors, it may be more appropriate toprovide them with less structured procedures andfewer workshops. It is important for you to pro-vide some general procedural guidelines to alltutors. Some additional topics for you to includein tutorial workshops follow.
Record-Keeping
Explain the record-keeping system. Try to keep itas simple as possible. For example, you may wantto require a daily log of activities; or a skills check-list which identifies the learner's performanceobjectives and the tutor's evaluation of them.Another record-keeping method, though moreextensive, is to list tutee performance objectivesand the activities through which the tutor leadsthe tutee in reaching the objective.
Background Information
Explain the general career maturity, and othergeneral characteristics of the tutees.
General Techniques
Explain some general instructional techniquessuch as role playing, brainstorming, questioning,and discussing. An important point you will wantto stress is that the tutor should attempt to do aslittle talking as possible and avoid giving n nswe rsdirectly to the tutee.
Sensitivity Training
Explain human relations techniques, specifyingthose required to work with tutees who have spe-cial needs. Demonstrate ways of putting the tuteeat ease and how to provide positive reinforcementand praise at the appropriate times. In the finalanalysis, no matter how rigid or well executedyour tutorial procedures are, the factor that willmake the most difference is the tutor's ability tocommunicate and get along with the tutee. It isimportant that you not create negative impres-sions or low expectations of tutees by overgener-al izing or stereotyping them. Remember, any per-tinent information which can aide potential tutors
10
12
Itos
Yes
Yes
Yes
Ye, No
Nes No
Sample 1
Tutor Observation Form
in becoming more effective in tutoring is worthyof sharing.
The chance: of improving tutor effectiveness areincreased when staff development activities arethoughtfully planned. The processes for develop-ing effective training activities are dealt with indetail in the module CG B-4 Conduct Staff Devel-opment Activities. The following are a few factorsand considerations that are essential to tutorialworkshop sessions.
What basic information should be presented atinitial workshop sessions? At this point it isassumed that your clients' needs have been iden-tified, tutoring objectives have been developed,and lctivities or procedures for meeting theobjectives have been identified. The number ofsessions and materials presented will depend agreat deal on the type of tutors you are using foryour program. For example, if you are using peersto serve as tutors, the locus of at least a portion ofthe first workshop session will focus on properconduct, and on the development of structuredtutoring procedures. Use discretion in determin-ing your in training tutors. The following list con-tains general basic requirements that must becommunicated to tutors during the training andcan serve as topical areas for the workshops.They are stated in behavioral terms.
1. Tutors should know the learners with whomthey v be working.
2. Tutors should know the learner objectives.
3. Tutors should have some background knowl-edge of the tutees' problem.
4. Tutors should know ways of creating suc-cessful experiences for the tutees.
5. Tutors should know the procedures they areto use in assisting the tutees.
Your subsequent training sessions should focuson presenting tutorial techniques. For example,you will want to demonstrate the contrast betweena tutorial session and a lecture presentation. Thepurpose of comparing these two methods is todramatize the drastic differences in the two styles.You should have experienced tutors role playthese demonstrations. The demonstrations shouldbe based on a written script and rehearsed so thatbasic differences in the procedures are apparent.Anoth( r session will focus on tutorial proce-dures. You will want to be careful in designingyour tutorial procedures. First, you should exam-ine the knowledge and background of your tutorsto decide how structured your tutorial activitiesshould be.
Determining Content for the Tutoring
Competency 3
Describe in detail the content to be taught clientsthrough tutoring, such as potential life career roles,channels of entry into various careers, steps to fol-low in career decision making, strategies for careerexploration, preparation, and placement, job inter-view techniques, and sources of career information.
What purpose does a plan for the tutorial programserve in the overall operation of the program?First, it provides an opportunity for early interac-tion between the tutor, coordinator, monitor, andthe person ultimately responsible for the client'scareer development skills. In most insta.'ices, thiswill be a teacher, counselor, or caseworker.Ideally, you should involve all concerned partiesin the development of the plan. Secondly, theplan provides direction for the tutor/tutee pair asthey proceed through tutoring activities. It canserve as a lesson plan for the tutor. Additionally,an evaluation plan can be developed around the
tutorial plan. If properly written, specified out-comes or expectant behavior can provide continu-ous and systematic feedback for the tutor.
Previously identified needs should serve as thefoundation for your plan. These needs, translatedinto learner performance objectives, relate to theoverall program goals. Additional components ofthe plan include the activities to be carried out,equipment and materials, and expected outcomes.Sample 2 presents a format and :,uggests variousparts of an ideal plan.
Sample 2
Sample Individualized Tutoring Plan for Career Development
Date
Client's Name Tutor's Name
Support Personnel
Short Range ProposedClient Goal Expectation Activit
ResourcesNeedeo
Time Con- Expectedsideration Outcomes
Methods ofDetermining
Success
ExampleNeed to developimproved careerplanning skills andfollow-throughcommitment
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Suggested Areas of Content 1. examining positive and negative attitudestoward work:
Any tutoring service needs to be related to a spe-cific aspect of the client's career development.How do the clients obtain the sufficient inputs fortheir career decisions? Information and assis-tance in career decision malting normally pro-vided by the counselor, vocational teachers, andoutside community resources such as industryand business can be supplemented by the tutor.To implement tutoring in a comprehensive careerdevelopment program, the agency's program mustreflect a career development model or base.Career development content provided by thetutor would include the following areas: self endenvironment, world of work, career planning andpreparation, and employment and work adjust-ment skills.
Self and Environment. At any grade or age levelclients will have had accumulated and used sig-nificant data about themselves and the world ofemployment and have been trained to relate thetwo. Clients must now take what they know aboutthemselves, and expand their skills and knowl-edge on a planned basis. Through courses takenin school, released time, planned work experi-ences, and observations, the client should havethe opportunity to--
1. feel work satisfaction through work;
2. see how one's occupational choice is impor-tant to life style;
3. experience the adjustments necessary inmoving from job to job and employer toemployer;
4. form a meaningful profile of self that isreflected mid verified through live testing onthe job;
5. see the importance of interpersonal rela-tionships on the job, including respect forother employees and their employers; and
6. experience the value of group cooperationin a work setting.
World of Work. Large numbers of youth andadults will be employed in occupations that arenot existent today. Therefore, instead of a strongemphasis on existing occupations, more atten-tion should be devoted to a broad understandingof the work world in terms of--
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2. examining work values;
3. understanding change and its effect on con-tinual occupational growth;
4. being familiar with the effects which eco-nomic conditions have on the world of work;
5. being aware of political factors that deter-mine job changes;
6. realizing the benefits and restrictions of avariety of occupations;
7. developing an understanding of the existingand changing structure and nature of national,state, and local work force composition;
8. witnessing workers perfoi ming and observ-ing the work conditions;
9. understanding the societal influences onjob choice and performance such as family,peers, and community;
10. studying intensely a wide variety of occupa-tions through the employer's assistance;
11. becoming familiar with the common lan-guage used in a chosen occupational field;
12. understanding how specific job tasks fittogether to form a saleable product or service;
13. generalizing what job tasks individuals canperform best and what shortcomings theymay have discovered; and
14. understanding the economic principles ofconsumer, producer, and income earner.
Through tutoring assistance, items 10-14 willprovide the client with the foundation, aptitude,understanding, and purpose to relate the basicconcepts of the world of work to real-life situ-ations when allowed to observe or experiencework.
Career Planning and Preparation (Educr Hon andTraining). The client might need to be 'rained inthe methods of career research procedures. Withthe aid of the tutor, counselors, and others theclient should be assisted in the use of this
15
research skill in the home, school, or agency set-ting. More specific eaucation and training datashould be made available and skills developed toenable the client to assimilate them correctly. Inorder to accomplish this task, all clients, with theaid of the tutor, should have numerous opportuni-ties to talk personally to union representatives,postsecondary private and public education per-sonnel, and community personnel managers.
The clients will then be better prepared to planmore realistically because they will know therequirements and competencies needed for em-ployment or further education and training.
Finally, as an e!ement of sound planning for edu-cation, training and work, the tutor can assist theclient in gaining increased knowledge or com-petency in the following areas:
1. Education and training programs availablein their interest area.
2 The local employment service agency andthe services it offers.
3. Job requirements, labor laws, union rulesand regulations.
4. Other manpower training programs avail-able in the community and state.
5. Where to apply for further education andtraining programs in the community andstate.
6. Fntry level job skills and requirements forhigher education.
Employment and Work Adjustment Skills. Anothermajor element of career planning and prepara-tion is employment and work adjustment skills.From the first step the tutees take in their careerdevelopment preparation, the basic employabil-ity skills should be taught. The tutees have to bemade aware of the importance of their personalattitudes, habits, and expectations of others suchas teachers, future employers, and fellowemployees.
In summary, during the course of working withcareer development tutoring, the tutee needs togain job searching techniques, interview tech-niques, and experience in behavior modification,if necessary, for successful job performance andmaintenance. An appropriate number of job inter-views and tutee employer-employee experiencesmust be provided before the tutee can fully expe-rience success from the tutoring relationship.
Planning Career Development Tutoring
Competency 4Plan and conduct a tutoring session that is based onthe client's previously identified needs and that usessystematic instructional procedures and feedbackfor the client's responses.
There are some general behaviors which the tutormust learn to perform consistently, naturally, andaccurately. The following rules indicate somegeneral procedures that should increase the over-all effectiveness of the tutorial program as well ascreate some type of a balance among tutors,These procedures have applicability to the novicetutor as well as those who may be experienced.
General Procedural Goal. The tutor, given a ques-tion. problem. or task previously performed incor-
rectly by the tutee, will, through a series of activi-ties and questions, help the tutee arrive at acorrect, or more appropriate or knowledgeableanswer.
Rule 1. The tutor should not simply provideinformation directly to the tutee. Insteadthe tutor should assist the tutee to an-swer the question or seek a solutionindependently.
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Rule 2. Once the tutee performs a task or answersa question correctly, praise or reinforce-ment should be given immediately.
Rule 3. When the tutee does not understand aquestion, fact, or concept, the tutor shouldattempt to cla. ify or guide the tuteethrough some relevant questioning.
Rule 4. When the tutee gives an incorrect orinappropriate response, the tutor shouldask for an explanation using directivequestions.
Rule 5. The tutor should demonstrate an activ-ity or task to the tutee, by asking ques-tions rather than provide explanations.
Rule 6. The tutor should never demonstrate anydisapproving behavior or actions to thetutee. The discussion between the tutorand tutee should be friendly, personal,and conversational, rather than formal.
Implementing the Tutoring Session
Up to this point, you have (1) selected a coordi-nator or assumed the responsibility yourself,(2) recruited tutors, (3) identified tutees throughneeds assessment procedures, (4) selected moni-tors, (5) matched tutor-tutee pairs with monitors,(6) developed tutoring content plans, (7) pro-vided training for the tutors, and (8) pilot testedthe program on a small scale. Once these mainfunctions have been carefully planned and exe-cuted with the support and input of tutors, moni-tors, parents, and other staff members you areready to actually implement your tutorial program.
The initial meeting between the tutor and tutee isa very important step. During the first meeting thetutor should attempt to engage the tutee in "ice-breaking" conversation. Later, as the tutee andtutor become more comfortable with the relation-ship and if time permits, some tutoring shouldtake place before the session ends. The tutorshould not attempt to complete all the activities,but should focus on establishing rapport with thetutee. After the initial session, the tutor monitorshould provide feedback or critique the session.You should remember that close monitoring mightbe necessary during the first group of tutorialsessions. Therefore, if you are working with alimited number of monitors, you will want to con-sider staggering tutoring sessions.
15
Another important consideration for your actualimplementation is a follow-up discussion meet-ing so tutors can meet one another to discussproblems, ask questions, or simply provide sup-port. These meetings should be held more fre-quently during the initial sessions. These meet-ings though important, should not be forcedupon tutors from outside your agency who areprobably already committing as much of theirtime as possiule. During this implementationphase, it is aiso important that some attempt bemade to identify those tutors who might needremedial guidance. Remember, the initial assign-ment of tutor and tutee should not be consideredpermanent. If a tutor is not effective and construc-tive criticism and other types of feedback do notseem to correct the problem, that person shouldprobably be relieved of the assignment.
During the first few weeks of the implementationphase, a certain amount of confusion and unan-ticipated problems should be expected. The actualsessions between the tutor and tutee should pro-ceed normally if the training and orientation havebeen carried out properly. However, the overalloperation may have some minor difficulties untileveryone adjusts to the program. The personresponsible for the referral of the tutee shouldalso be accountable for all of the record keepingas well as providing tutoring materials.
Tutoring Interview Suggestions
The interview is designed to promote individualdevelopment. It can be used to introduce, toinform, to assess, to evaluate, or to change ormodify behavior. Program and individual needsdictate its form. No procedure is more commonlyused by a counselor or tutor than the interview,and no procedure has more potential value whenproperly used. The interview can be regarded as aconversation between two people in which thetutor is attempting to understand and assist thetutee. The interview is distinguished from ordi-nary conversation because it is purposive innature. Its purpose should be clearly recognizedby both parties. When it is clearly designed for aparticular purpose, and techniques are employedthat are consistent with such purposes, the inter-view is the best technique that the tutor canemploy. The following are a few suggestionsconcerning verbal and nonverbal techniques inthe tutoring process. The correctness of a responseor lead is contingent upon its appropriateness tothe purpose for which it is used.
Frequently it is the desire of the tutor to get thetutee to take responsibility for the topic of discus-sion or to say more about a topic. Responseswhich typically facilitate these -esults includeacceptance, clarification, reflection, restatement,and silence.
These response techniques are particularly use-ful early in the interview process because typi-cally the tutee does not say enough to give anadequate picture of the concerns.
Acceptance. This is a nondirective technique bywhich tutors can indicate that they are interestedin and accepting of what the tutees are sayingwithout interrupting the trains of thought orspeech. This technique involves both the provi-sion of nonverbal and verbal cues by which thetutor tries to encourage the client to continue.Verbal cues include a brief yes, uh-huh, I see, goon, and?, then? Nonverbal cues include nodding,appropriate facial reactions, eye contact, andgestures which beckon.
Clarification. With this type of response, tutorsverbalize what they think the clients are trying tosay in an effort to clarify or simplify, or providefocus to the clients' communication. There areseveral types of clarification which are effective inrelationship building.
Clarification of affect is a technique throughwhich the tutor focuses on the affective dimen-sions of what the tutee has said. Generally, it hasthe impact of reinforcing discussions or clarify-ing emotions.
Through clarification-cognitive technique, thetutor focuses on the cognitive or factual aspectsof what the tutee has said. The tutor reinforcesand thereby encourages discussion of factualmatters. This technique is often used when itdoes not seem appropriate to talk about underly-ing emotions.
Through clarification-semantic technique the tutortries to understand the tutee's message. Thisprocedure is usually employed when there is alanguage gap between the two.
Summary clarification technique is used when itappears to the tutor that a topic has been suffi-ciently covered. The tutor organizes the essenceof what the tutee has said. The usual result isclosure on that topic if it adequately covers thetutee's concerns
Reflection. Reflection is discussed in detail underthe heading of exploratory responses. Reflectionis a technique that serves several purposes. Itencourages talk and also leads the client toexplore his feelings and behavior. In using thisresponse the tutor attempts to mirror the feelingsof the tutee.
Restatement. This is a technique which essen-tially involves mirroring the verbal expression ofthe client by restating what has just been said. Ifdone attentively and in an accepting way, itencourages the tutee to continue in the samevein.
Silence. In our culture, silence is an unexpectedresponse during a verbal encounter. The "silentpartner" puts pressure on the other to continuespeaking. In guidance it can be used appropri-ately to encourage talk if the tutor silently demon-strates attention, acceptance, and the expecta-tion that the client should continue.
General Leads. General leads are statements orquestions the tutor uses in order to get the clientstarted or to get the person to address a differentsubject. General leads serve to suggest a possibletopic or introduce a new topic which the tutorbelieves to be relevant. Frequently, general leadsfollow a summary clarification.
Generally, if the tutors want tutees to begin fromtheir own frames of reference, the broader thelead, the better. For example, by asking the ques-tion "How are things at home?" The tutee is pro-vided the opportunity to discuss anything of con-cern regarding the home situation. If the tutor hadwanted to know about the client's relationshipwith parents then the lead would have moreclosely focused on that issue.
Exploratory Responses. Exploratory responsesinvolve responses which tutors employ to getclients to look closer at themselves and perhapsexplore feelings and ideas in more depth thanthey would otherwise. Exploratory responsesinclude reflection, selective reflection, probing,diagnosis, tentative analysis, misinterpretation,projection, and interpretation.
Techniques Designed to Facilitate Tutee Change
16
In addition to the techniques already given, thereare a number of responses that the tutor car, usewhen the purpose of the interview (or part of the
is
interview) is to bring about behavioral change onthe part of the client, or to change the clientsframe of reference. These techniques are gener-ally more directive than the responses classifiedunder talk encouragement or self-explorationThey include reassurance, approval, advice, infor-mation giving, illustration, suggestion, and urging.
Reassurance. This is a technique which the tutoremploys in an effort to make the client feel betteror to reduce anxiety or concern on a particulartopic,. It can bra used to avoid talking about partic-ular topics. Care should be taken in using thereassurance technique because it might be judgedto be a rejection of the client or the concern. Onthe other hand, ;f used properly it can be effectivein reducing anxiety.
Approval, Reinforcement. This is a techniquewhereby the tt, for attempts to influence the tutee'sbehavior by expressing approval of somethingthe tutee has said or done. If there is a strongrelationship between the two parties, reinforce-ment tends to increase the probability of reoccur-rence. If it involves some topic, reinforcing whatis said will usually keep the interaction in thatvein. If it is behavior, it is likely that the behaviorwill be repeatec.
Advice. Advice is the technique whereby the tutorsuggests actions for the tutee. In many cases,advice is received negatively by the tutee. As aresult, giving advice is often viewed as inappro-priate in tutoring because it seems to underminethe independence of the tutee. However, advicegiving is a very complex process. The appropri-ateness of advice is contingent upon the individ-ual case. Sometimes the client is under the gunand is faced with an immediate choice whichdoes not permit the adequate exploration ofalternatives. At such times, the tutor can giveadvice and assume some of the responsibility forthe decision. At other times, the tutee's choicewill definitely have negative consequences. Whenthis is the case. a tutor who is reluctant to giveadvice may indeed be remiss in his/her duty.Whether or not the adivce is accepted and actedupon by the client depends on how the clientperceives the tutor.
Information Giving. Information giving, as it relatesio the tutoring process, involves the supplying ofinformation that is not known to the client or notreadily available elsewhere. Providing too much
17
information during the session often sets thetutor up as an information source and frequentlyreduces the opportunity to discuss the personalside of the information. When factual informationhas a direct bearing on the client's problem orconcern, it should be given during the session.
Illustration. The tutor attempts to give the tuteean example in order to suggest ideas or coursesof action which might be followed. Such illustra-tions might be personal from the tutors ownbackground or hypothetical. The impact of suchillustrations are very dependent upon the situa-tion and the case in question. If the relationship isstrong and the tutor uses a personal illustration, itcan be very powerful because it does not allowthe tutee freedom to accept or reject the illustra-tion without risking offending the tutor. On theother hand, a hypothetical illustration allows thetutee more latitude to accept or reject the ideasthat are incorporated.
Suggestion. Suggestion as a response is similarto advice, except that the tutor only interjectssome possible courses of action for the client.Thus, the tutor does not directly tell the tuteewhat to do. The client then has more latitude toaccept or reject the suggestions.
Urging. This response procedure is related to thegiving of advice. The tutor makes a concertedeffort to get the client to follow through on theadvice given. Its impact on the tutee is contingentupon the relationship between the two parties.
The above categories are not mutually exclusive.Some responses encourage talk and encouragethe client to explore self. Reflection is an excel-lent example of a technique that serves both pur-poses. Furthermore, self exploration sometimesleads to behavioral change or self change. Con-sequently, response techniques like reflectioncan lead to behavioral change. Thus, any particu-lar response may encourage talk, lead to explora-tion of self, or lead to behavioral change in thepresence of the tutor. The tutor should not belimited to the use of techniques in only one of theseveral categories. Human verbal interaction is ascomplex as the individuals engaging in it. Thus,the tutors with a repertoire of response tech-niques can adapt more readily to the uniquenessand complexity of the individual with whom thatthey are working.
19
Coordinating and Monitoring Tutoring Activities
Competency 5 Coordinate and monitor tutoring activities, andresolve any issues or problems that occur.
The coordination and monitoring functions implythat the tutoring program has (a) job descrip-tions, (b) supervision and management policies,and (c) procedures. The following are overviewsof these areas.
The following are tasks of the monitor of the tutor-ing program:
1. Complete appropriate records regardingdate, name, material covered, and commentson tutoring session.
2. Follow plans given by counselor or teacher.
3. Provide encouragement to the tutor.
4. Attend all training sessions.
5. Attend all follow-up sessions conducted bysupervisor.
6. Follow step-by-step procedures for thelearning and practice of a specific skill.
7 Provide encouragement and appropriatefeedback to clients.
8. Serve as a broker of information and referraladvocate.
The following are some of the supervision goalsand activities that are key to a well planned andmanaged tutoring program.
1. Keep program current based upon evalu-ation and keep the school and commurityinformed
2. Continously monitor the progress of thetutors and the tutoring
3. Supervise the continous program evaluation
4. Arrange for the resolution of any problems
5. Arrange for the training of programparticipants
6. Schedule the tutoring sessions
7. Recruit tutors
8. Arrange for the space, material, and equip-ment needs of tutors
9. Help determine the specialized needs ofpossible and current clients
10. Solicit agency and community support forthe program
Samples 3-7 suggest ways in which tutoring pro-gram activities can be well planned and docu-mented. These samples were taken from PeerTutoring--A Model Program, Indiana Departmentof Public Instruction, 1977.
18 20
Sample 3
Peer Tutoring ProgramIdentification of Clients with Special Needs
Date Tutor's Name
Subject Supervisor's Name
Time
If you have clients with the following traits, please list them in the proper blanks. It is quite'possible for some clients to fall into more than one category. If this happens please '
them by starring their names as they appear. Thank you.
1. Lack of Organization
2. Difficulty in Remaining on Task
3. Poor Attitude Toward Learning Activities
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(Loses assignments, freoPeritli/ooMeewithout materials, data not haVellnitof keeping track of what SiSsiannteittiVelemade, cannot find specific items *MO he;has had, e.g., spelling lists, mar* Writ*graphed materials)
(Does not begin working when °there docfns,quentiy gets out of seat. is inattentive, talkstoneighbors instead of working, does not comepiste assignments, Is easily distracted, shOrtattention span)
(Complains about working, becomes angryeasily, easily discouraged, uncooperative,inattentive, refuses to work, shows little inter-est in learning, may have poor attendance)
21
4. General Skills Deficiencies
5. Particular Skill Deficiencies
(Behind grade/level of achievement in morethan one area, unable to follow directions,reading below grade level, unable to workindependently, slow learner, usually receiveslow grades)
(Can usually function well in the regulargroup instruction but needs some extra helpon a particular skill, e.g., handwriting, spelling)
20 22
Sample 4
Peer Tutoring Program - Tutoring Session Record Sheet
C:ient's Name Grade Supervisor
Tutor's Name
Date of Session Assignment , What Completed Comments
Sample 5
Peer Tutoring Program - Lesson Plan for Tutoring Session
Name of Lesson Tutor
Goal:
Procedure:
Supervisor.
21
23
Sample 6
Peer Tutoring Program - Daily Progress Checklist
Use symbols + for acceptable, - for unacceptable and DNA for does not apply
Date Supervisor
c-iil !A
ilags
"SliS E tE .r.aUtz
litEl
_
'4 .0 ..litw<
.
.
I
2224
Sample 7
Peer Tutoring Program - Parent Information/Permission Form
Date
Student Name
At ridhelp at varlouatiMilethis individual-to provide assome I muttbeneficial fOilhOand make an tenteacher saint! Stu
12-k; V. 4, , t- , s
i'V)144.1`.vt,,,i4OttOeqs?4+;... ,4" '51r "'I"-1,.4147.1M fro. ,:?,,t4:. -4 . ^
"-
t'lhk)tir-P7+
1
Students who voluritliti)otutor is time that vitaaireleased theM fromapproximately 10Students work on vartatiorganliational skink, SPlaihdtary and maybe holedtutors provide and give r
- .
. ft5
-Itt srlif ..)."';I:!:041`-;', If -4.,
4g41"47P. .10'.4*,""1444, ', , .4.1..,,,t.,...i,,?:,/,,,,,,.. ,,,-.. ,,... ,., t, ..;-,,...,,,,,,,,...,...,..
,,,,,..,;,,,,;,,,,,,........ , 4 ,...,.:.....,..,,:....,, ,, et,.:),..
,.5.44.?',..'",
2,1. I '.4.: 4 ;
('.._ 1 -Ai ,. r
Your son/daughter has chosen to partialpatchiquestions or concerns abouthis perticipatiOn,
The supervisor of the program
,
If you approve of his participation, passe complete the blank'return the slip to the program supervisor. Thank, you *your,
My son/daughter
Ilti41101i*i1M0441.1.0)...1.40.1410064111,0,
has My perMSchool's Poor Tutoring Prevail".
Date Signature
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Evaluating Program Effectiveness
Competency IIEvaluate tutor performance by assessing client prog-ress and modify tutoring activities based on evalu-ation findings.
In order to continually improve and upgrade thetutorial program, you should plan to conduct orhave an evaluation at the end of each cycle. Acycle should be planned for a specific time periodsuch as four weeks, eight weeks, ten weeks.Module CG E-1, Evaluate Guidance Activitiesdiscusses in detail the steps and procedures to beused in program evaluation. For the purposes oftutoring, you will be concerned with four basicevaluation steps. The results can be used asmeans of gaining information and making impor-tant decisions about the program. A good timespan for this program evaluation is the two weekperiod following each cycle. Also, you shouldrealize the importance of collecting data andsummarizing it as it becomes available duringtutoring sessions. The following steps are sug-gested for evaluating a tutoring program.
Step 1. Prepare instruments which assess theattainment of objectives and participants'reactions to the program. The samples 8,9, and 10 present methods for achievingthis step.
Step 2.
Step 3.
Step 4.
Collect and summarize data. After theevaluation instruments have been admin-istered to the target groups, you shouldscore them. A prepared summary of datashould be developed that points outstrengths, weaknesses, and positiverecommendations for improvement.Sample 11 contains an example of asummary checklist.
Present results to the steering committeeor constituent groups and make deci-sions. This group of people should bepresented the summarized data and dis-cuss ways of building on strengths andimproving deficient areas. Finally, deci-sions should be made concerning pro-gram modifications for the next cycle,which might even include the prepara-tion of new evaluation instruments.
Dissemination of reports and decisi.:isrequires a written project summary orreport to be shared with tutors, parents,and community members.
Sample 8
Learner Evaluation Form
Referrer's Name
Client's Name
Objective
The client will be able to decide three careers which fitpersonal interests and abilities and provide a rationalefor each.
24
Tutor'sRating
Satisfactory
26
Referrer'sRating
Unaaljsfactorv,
Sample 9
Tutee Questionnaire
t. Did , ou like working with a tutor?
Comments:
2. Is your tutor friendly?
Comments:
.
3. Would you like to continue in the tototingprOgritm4 ''''''
Comments:
4. Would you like to have a different tutor?
Cc mments:
5. Do you think tutoring has helped you in better deciding aboW iqurtucareer plans?
6. What do you like most about the tutoring program?
7. What did you dislike most about the tutoring program?
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27
Sample 10
Tutor's Questionnaire
1. Were you given sufficient training In order to carry out your tutoring duties?
Yes IA,* Ideal No
Coes
materials from monitors, coordinators, coun-
4. Have.ybu noticed atti milked linprOvements in your tutee?
Yes Undeeided
5. What is the one thing you like best about tutoring?
II What I frt. one thing you like lust about tutoring?
7. What comments or recommendations do you have which might improve the program?
26
2S
: -
NOTES
28
30
Learning Experience 1Developing Needs Assessment Techniques
OVERVIEW
COMPETENCY 1:+404,144.
READIN
INDIVILEANOBJECI
INDIVIDUALFEEDBACK
Develop sample items to 'SIMS elidfltleili'career planning, decision making 4 and
29
31
INDIVIDUALACTIVITY
Document instances that might indicate the need for tutoring.
Prior to starting this activity, review the reading for Competency 1 on page Read the following casestudy and attempt to document behaviors or actions that might indicate the need for tutoring for careerdevelopment. After each behavior you list, provide a rationale as to why you feel Walter needs tutoring.
Case Study
Walter Jacobson is a 17-year-old 11th grade student at Kingsdale High School. His grade point averageis 3.8 on a 4 point scale. Walter is very active in school athletics, particularly basketball, in which he hastwice been chosen all-city guard. Already, Walter has had several informal contacts with scouts fromseveral major universities.
Recently, Walter received results from an aptitude test that he had taken earlier in the year. The resultsindicated that he has a very strong aptitude in the following areas: verbal learning, numerical computa-tion and clerical perception (name comparison). Last year, an interest inventory revealed a stronginterest in caring for people/animals, manual work, promotion, communication, and counseling.
Walter's future educational plans include studies at State University. However, he has made it very clearthat college is only a means to a professional career in basketball; a goal of his since he was seven. Evenafter encouragement from parents, counselors, and teachers to consider and plan for alternatives,Walter has remained steadfast to the idea of becoming a professional athlete. His rationale for this isthat if you seek alternative actions, you usually end up settling for second best or become complacentbefore attaining success.
As a part of the school's career development activities, Walter has the opportunity for three different"shadowing experiences" whereby he can spend the day with a person working in an area of interest tohim Initially, Walter refused to take advantage of this experience because professional athletics wasnot an area where resource persons were available. However, after some prodding by his friends, hedecided to "shadow" the local recreational center director who at one time had also inspired to becomea professional athlete. Walter did not prepare any questions of things he wanted to find out about thejob He felt the trip was unimportant because he would not receive class credit for it. While at the center,Walter had the opportunity to demonstrate some basketball techniques to a group of youngsters; hereally enjoyed it. Later when asked about his experience, Walter referred to it as interesting, but nothingthat he would care to do since he could never make the money he would in professional athletics.Money seems to be his preoccupation. As a matter of fact, Walter lost out in a part-time summer jobapplication with a nearby fast-food chain, which would have given him the extra money he needed topurchase a car The restaurant manager later mentioned to the principal that Walter dominated theinterview with questions about wages and increments. Walter's parents are somewhat concerned abouthis "mind set" about professional athletics, but have taken the attitude that they prefer not to meddlewith his personal life. Besides, basketball is the only thing that improved his chronic absenteeism fromschool.
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INDIVIDUALFEEDBACK
Compare your answers to some suggested responses.
In the case study, there are some factors which appeal to indicate that Walter may need tutoring to aidhim in the career development process. Here are a few:
Career fantasy - It appears that Walter has not thoroughly investigated his opportunities asa professional athlete. The odds are greatly against it.
Career immaturity - Walter appears to be somewhat immature about the interviewing process.He is old enough to have some notion of the do's and don'ts ofinterviewing.
Indecisiveness - Walter needs the encouragement of friends to decide to take an explora-tory visit. He is also unable to see the need for alternatives.
Poor attendance habits - Walter had very poor school attendance until becoming involved in sports.
Lack of independence - Walter did not prepare questions to take to the exploratory experiencesince no one was checking on him.
GROUPACTIVITY
Develop sample items for a needs assessment instrument.
Note: The following outline is to be used by the workshop facilitator.
Facilitator's Outline Notes
A. Starting Point
1. Indicate to participants that they willbe involved in a simulation activity.They will be working individuallyand in small groups of 3-4 people todevelop sample items for a needsassessment instrument.
Prior to conducting the activity, you shouldwrite on the chalkboard or mimeographedsheets the following sample goals.
The client will be able to:
1. Use the essential skills necessary to gather,organize, and evaluate information for deci-sion making.
2. Recognize abilities, aptitudes, interests.
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34
Facilitator's Outline Notes
2. Have participants review the read-ing for Competency 1 on page 7.
B Development of Test Items
1. Have participants develop sampleitems individually for the five goalareas. They are to indicate he agelevel to which the item is written.
2. Have participants reconvene withinappropriate groups and select arecorder. They will discuss, review,and select the most outstanding itemfor each goal area. The criteria bywhich selections are made shouldbe as follows:
Is the item appropriate to agelevel of the client?Does it assess what it is sup-posed to assess?Is it free of bias?
C. Sharing with Large Group
1. Have each recorder present to thelarge group a sample item for eachgoal area and specify age/level ofthe client.
2. Direct discussion around the criteriastated above. Also share some of theitems on the handout "Sample Items"on page 35.
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3. Understand the relationship between per-sonal economics, life style, and occupa-tional roles.
4. Recognize what is involved in the devel-opment, growth behavior, training, andrewards of persons engaged in specificoccupations.
5. Recognize the implementations of workingwith and without supervision, indepen-dently, and with others.
Allow 30 minutes for this activity.
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NOTES
3436
Handout
Sample Items
The items are directed toward 16-17 year olds.
Goal 1. Use the skills necessary for decision-making--A decision is difficult to make when you- -
a. A politician
b. A receptionist
c. A police officer
d. A real estate agent
Goal 2. Recognize abilities, aptitudes, and interests and achievements - -In general, which of thefollowing is least important in helping you to decide how well you would do in mostoccupations?
a. Interests
b. Aptitude
c. Physical characteristics
d. Past achievements
Goal 3. Understand relationship between personal economics, life style, and occupational roles- -Which of the following is the major reason why automation occurs in an industry?
a. To reduce production costs
b. To replace workers
c. To increase unemployment
d. To produce different products
Goal 4. Recognize what is involved in development, growth, behavior, training, and rewards ofpersons engaged in specific occupations--Which occupation would appeal most to an indi-vidual who wants a steady income and regular hours?
a. a politician
b. a receptionist
c. a policeman
d. a real-estate agent
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37
Goal 5. Recognize the implications of working with and without supervision, independently, and withothers--Someone who can motivate employees, command respect, and get along with peoplewould make a good:
a. nurse
b. bank teller
c. telephone operator
d. principal
3638
Learning Experience 2Obtaining Support for Tutorial Activities
OVERVIEW
COMPETENCY Obtain atippIrt fiitOring ibilvnifOlkilake Opel arrange-rnent*, reCrUlta pelf) tutors, and ilituri 0, for ached-uling tutOringsgesinris:
INDIVIDUAL 'r
LEARNING Plan a workshop tor trainingtutors,
OBJECTIVE
INDIVIDUALACTIVITY
INDIVIDUALFEEDBACK
GROUPLEARNINGOBJECTIVE
GROUPACTIVITY
Develop a sample workshop agenda filr trrinl
Compare your answers against a
Develop a schedule for tutoring activities within ionr Setting,
identify the barriers and facilitators to scheduling-a tutorialprogram.
37
OM*woncsbop.s.avicts for training tutors.
Review the reading for Competency 2 on page 8 prior to starting the activity. You are to prepare asample agenda for a tutor training workshop in the following hypothetical situation. Remember, inpreparing the age.id(4, you should consider the age of tutors and the education and training back-ground of the tutor.
Situation: You are a guidance counselor for a JTPA youth program. You are serving as coordinatorfor a career development tutorial program. You have completed the various planningprocedures and pilot tested on a small scale basis. Your tutors are primarily resourcepeople from the community representing a wide range of knowledge and background. Allof your tutors have other full time obligations and commitments. Your task is as follows:
1. Decide the number of workshop sessions you think it will require to train tutors.
2. Indicate the general topics to be presented at each session.
3. Suggest a time frame for each topic.
Note. In reality, workshops would be planned cooperatively with other career guidance teammembers.
38 4
INDIVIDUAL.FEEDBACK
Since the tutors all have other full time commitments and rigorous schedules, it is probably best thatyou hold only one or two workshop sessions.
Some suggested topics and time allocations follow:
1. Getting acquainted (30 minutes)
2. Understanding the nature of the learner (60-90 minutes)
3. Orientation to career guidance (90 minutes)
4 Demonstration of tutoring (60 minutes)
5. Practice of tutoring (60-90 minutes)
GROUPACTIVITY
Identity the barriers andprogram.
Note: The following outline is to be used by the workshop facilitator.
Facilitator's Outline Notes
A. Starting Point
1. Explain to participants that they willbe discussing factors that mighthinder the scheduling of a tutorialprogram within their setting 7those that might facilitate sche,li-ing a tutorial program.
2. Have participants review the rea.!irg for Competency 2 on page 8.
3. Divide participants into small grc upsof 3-5 people and designate arecorder.
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Poster board and large markers are needed foreach group.
41
Facilitator's Outline Notes
B. Discussion of Factors
1. Ask each group to think for a coupleof minutes and brainstorm all of thefactors that would be conducive toscheduling a tutoring program, (e.g.,activity periods, flexible schedules,etc.). List these on a sheet of papermarked "Facilitators."
2. Have groups brainstorm and discussthe barriers to scheduling a tutorialprogram. List these on a sheet ofpaper labeled "Barriers."
3 Have participants generate someways of alleviating these barriers intheir small groups.
C. Summary of Discussion
1. Recall all small groups into the largegroup again.
2. Have each group share the "facilita-tors" that they identified.
3. Secondly, have them identify "bar-riers" and potential solutions.
4. Close by mentioning to participantsthat this same activity or a variationof it can be done in the tutor trainingworkshop.
Allow approximately 10-15 minutes.
Allow approximately 10-15 minutes.
Allow approximately 10-15 minutes.
Summarize the factors identified by each group.Also note commonalities across groups.
Be attentive to providing viable solutions whenvarious groups do not have appropriatesolutions.
404')4.
Learning Experience 3Determining the Content for the Tutoring
OVERVIEW
$14 4144At'vw, ;14. ., , , ,
7
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43
INDIVIDUALACTIVITY
Develop a series of activities for a client in the area of careerpreparation.
In this activity, you are to develop a series of activities so the client can meet an objective. First reviewthe reading for Competency 3 on page 12.
Hypothetical Situation
Your client is an 18-year-old female who is having problems in the area of career preparation, asevidenced through informal and formal assessment techniques.
The specific learning objective is that the client will be able to identify various career planningprocesses
Assuming you have no constraints relative to resources, list five activities in which you would youinvolve her.
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INDIVIDUALFEEDBACK
Compare your answers against suggested moon's*.
There are no totally correct or incorrect responses. However, the following samples include somesuggested practical activities.
These activities suggest that useful experiences include: understanding self, projected futurecareer(s, analyzing interpersonal skills, simulating work experiences, researching occupations ofinterest, and developing long and short range goals.
Getting to Know Myself: My Strengths and Weaknesses
Direettone On a sepitrate clock oroit iffthis
'11'4' -
Physical Charbilleirbillee
1. My general phyoliael
2. My alertness
3. My attendance record
4. My attractiveness.
Emotional Charaeteriettell
1. My concentration
2. My getting aloha with others
3. My persistence
4. My general responsibility
.41
Intellectual Charaets011110
1. My communications skills
2. My computation skills
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45
Good Acceptable Poor
3. My abstraction skills _
4. My general accuracy
Do you think you will he changing any of these ratings during the next 10 years? If you do, drawarrows from your present ratings to those you need or want. Make yo. rplan for these improve-ments and get started.
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46
Directions:
Getting to Know Myself: What Are My Values?What Is My Chosen Life-style':
Check one opposite each number to indicate yew present vaig00 not wrItelnthis book.
1. Moving around a lot
2. Using my hands or lifting things
3. In a pleasant temperature,
4. Away from noisy machine* and Nopis
5. Short commuting distance
8. Wearing "dress" clothes
7. Working at my own pica
8. Clean hands and clean clothes
9. High pay
10. Vacations
11. Making decisions for other*
12. Doing things I like
13. Working as part of a team
14. Being continuously employed
15. Directly helping people
18. Influencing other people's time
17. Working on new tasks
18. Doing something quicker or better than someoneelse
19. This job being in demand and important to people
20. Working in one specific area
21. Being trained in new skills
22. Organizing tasks before taking action
14,
,!, '
.
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47
.1111111111111111011*
;04466.
MMOMMIIM
111.001.110
23: Using new skillet hive discovered to solve problems
24. Coordinating single Stipa MI at Once
25. Deciding on $11.0KOMative
26. Nadine,. *MOM. of talking 'about Jobs
27. Using meth stitiii
28. Working With Idea
29. Finishing the Jobs I start
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I Value Highly I Like I Dislike
01/11411111
4b
1101111=1,11
Analyzing Your Tentative Choice of a Carcer
Directions: Answer these questions on a separate sheet. Do not write in this book.
(occupation)
Education required:
AIM
Skill and ability required:
Cost of education estimated: $
Employment conditions:
Where?
Regular hours?
.15%
Nti
Starting pay or salary? $A 4'
Promotion possibilities?i;t4I 0341 4'1.4 ';40
What about fringe bonefits?--iili*i+.44*.iiiiii41,;1;::,k
Can you see yourself doing this work?
Why do you like this kind of work?
0.
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49
Getting Specific about Your Career Plan
Where I Want to bein My Career
1 yearfrom now
2 yearsfrom now:
3 yearsfrom now:
4 yearsfrom now:
5 yearsfrom now:
10 yearsfrom now
15 yearsfrom now
20 yearsfrom now
25 yearsfrom now:
What I Need to Knowand be Able to Do Preparation I Need
This kind of planning device is simple. But it has helped many people decide on their careergoals, the next steps required, and the long-range directions they seek. Do not write in thisbook.
4b
5 0
How Well Will I Do on the Job
Project your present achievement level Into your relative success 'k VA
Directions: Check once In 'soh of tlie Neat four OWof achievement. If you average theseyour average retitle l n odiudlild yOUrwrite in this book.
Do you *like the direollOrkyour probability 1 sumfrom yourpreeent ratinattaithings yowne.d to do*
Mastery ofSkills for
My White,Achievement Could bl
Levels Employed
I excell
I do well
I am average
I am less thanaverage
I often fail
49
GROUPACTIVITY
Role play and critique an interview situation.
Note: The following outline is to be used by the workshop facilitator.
Facilitator's Outline Notes
A. Siarting Point
1. Explain to participants that they willbe simulating an interview process.
2. Divide the large group into pairs andtell that each member of the pair willrole play both the interviewer andinterviewee.
3. Allow participants approximately fiveminutes to decide the specifics ofthe role play situation, i.e., positiontitle, interviewing company, age, andexperience of interviewee.
4. Allow approximately 10 minutes forboth members of the pair to developinterview questovv.,.
B. Role Play Procedures
1. Distribute the checklist entitled"Evaluating the Job Interview" onpage 53 to each participant. Explainthat after the interview session, theinterviewer will rate the intervieweeusing the designated checklist. Also,the interviewee will do a self-ratingusing the form.
2. Have participants switch roles andrepeat the process.
C. Tabulation and Feedback
1. Have participants tabulate scoresusing the instructions at the bottomof the checklist.
2 Have them compare and discuss therationale for various ratings.
Allow approximately 20 minutes.
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52
Facilitator's Outline Notes
3. Allow participants to share with thelarge group general reactions to theactivity, including various behaviorsof which they were unaware nervousfeeling, distracting factors, etc.
NOTES
0,
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54
Evaluating the Job Interview
Directi:ms: The Interviewer and interviewee use this form to rate the interviewee:
How the interviewee acted:
1. Greeted interviewer with a smile and called him by name?
2. Stated name proudly?
3. Shook interviewer's hand firmly?
4. Sat only when asked to do so?
5. Looked interviewer in the eye?
6. Listened carefully to what interviewer had to say?
7. Took the time to think questions through before answering?
8. Emphasized what you could do for the firm rather than what the firmcould do for you?
9. Spoke well of previous employers and associates?
10. Refrai.ied from arguing with the interviewer?
11. Showed desire to work?
12. Was open to new ideas?
3. Was courteous and tactful?
14. Was enthusiastic about school, work, and life in general?
15. Asked questions about the job and the company?
16. Demonstrated sense of humor (if situation was appropriate)?
17. Was prepared to tell the interviewer how you could be of benefit to thecompany?
18. Did not lie or exaggerate qualifications or experiences?
19. Emphasized what you can do, not who you know?
53
Handout
NotYes No Sure
20. Focused on issues and answered the questions briefly but completely?
21. Thanked the interviewer for the time before leaving?
TOTAL POINTS
Give 3 points for each "yes," 2 points for each "not sure," and 0 points for each "no." Add points for thetotal score.
Rating scale: 55-63 The kind of help we want49-54 Will make someone good help45-48 Try harder
Less than 45 Did you really want a job?
Source Instructional Materials Laboratory. Job Application and Intermit'. Columbia MO: University of Missouri. july 1973.
54
COMPETENCY Plan andclient'sin
READING
INDIVIDUALLEARNINGOBJECTIVE
Learning Experience 4Planning Career Development Tutoring
PrOVIdettV;ri r.r. i21
)11**2,14,1:4,01."A '
INDIVIDUAL Writer+
ACTIVITY
4
INDIVIDUALFEEDBACK
GROUPLEARNINGOBJECTIVE
GROUPACTIVITY
career dev elop; m .,
r ;4,t 0rs4
,i
,-.",,,,.i,,,-, r 1:i 14;'., - ' ;'q
s' : ry:4,;,,,%, ,.,,,,, 0. : ::,,,f;-, ', vo., '
, ' , 4,, t.C111 ,:' i'.'3
Compare your eneilidr
1 f)$
',.,r
Describe techniqUes
Brainstorm to
4,14
A
_
OVERVIEW
55
INDIVIDUALACTIVITY
Develop a rationale for establishing tutoring procedures forcareer development.
In this activity, you are to develop a rationale for establishing tutoring procedures for careerdevelopment.
The problem: The members of your tutorial steering committee are in conflict as to whether specifictutorial procedures should be established. One group feels that tutoring procedures are too restrictivefor an area such as career development and places too many demands on tutors. Others feel that theneed to establish procedures is critical in maintaining consistency among tutoring practices and highstandards.
Your task: To develop a rationale statement for all steering team members, as well as tutors, administra-tors and parents.
At this point, it might be helpful to review the reading for Competency 4 on page 14. Three criticalcomponents of the tutoring procedures are as follows:
A. Establishing a Friendly Atmosphere
At each meeting between the tutor and tutee, a friendly relationship must exist. The tutor mustremember to follow these procedures:
1. Call the learner by name
2. Smile
3. Act friendly
4. Sit next to the learner
B. Supporting the Learner during Tutoring
At each step of the tutoring procedures, the kind of reinforcement the tutor provides to the tutee isvery important. The tutor must remember to stress these procedures:
1. Praise correct responses immediately
2. Help with errors in a positive manner
Emphasize the question, not the wrong answer
Ask the question again; perhaps, rephrasing it
Assist in finding the answer through questions
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C Encouraging Independence In the Learner
As the tutor/tutee relationship progresses, the tutor should become aware of the various ways toencourage independence in the learner/tutee. The tutor must remember to use these procedures:
1. Help the tutee find the answers instead of giving them
2. Praise the tutee for independently taking the following steps:
asking questions
locating information
initiating contacts with resource persons
studying independently
Now, write a clear and comprehensive rationale that will be convincing enough to end the groupconflict.
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59
INDIVIDUALPIIIDIBACIC
CoMpare your rationale against suggested criteria.
The tone of your rationale on tutoring procedures should be positive in nature, i.e., how tutoringprocedures benefit or enhance the overall program. Some other points which might be included are- -
1. tutoring procedures provide a good framework for the inexperienced tutor,
2. tutoring procedures systematically provide feedback to the tutee,
3. tutoring procedures aide the learner in functioning independently,
4. tutoring procedures provide consistency over a number of tutors, and
5. tutoring procedures are a good training tool.
If you mentioned at least two or three of these points in your rationale, you are headed in the rightdirection.
GROUPACTIVITY
Brainstorm various tutoring techniques in a group setting.
Note: The following outline is to be used by the workshop facilitator.
Facilitator's Outline Notes
A. Starting Point
1. Divide the large group into smallergroups consisting of 3-4 memberseach.
2. Give each group a set of topics tobrainstorm, such as:
How to make a tutee feel impor-tant and successful.How to help a tutor feel successful.Why it is important to have tutor-ing procedures.How community resourceperson used in tutoring forcareer uevelopment.
Each group will need large sheets of paper andmarking pens.
58 60
Facilitator's Outline Notes
B. Brainstorming Ideas
1. Have members take turns being the"leader" of a brainstorming sessionusing one of the above topics or anyother pertinent topic.
2. Ask group members to select thebest ideas.
C. Sharing Ideas
1. Bring the total group together andhave the persons responsible foreach of the topics give the best ideafor that topic.
2 Indicate that this activity can beused in a tutor training session.
Allow approximately 5 to 10 minutes to getout the ideas and 5 minutes to choose thebest idea(s) for each topic.
This activity should demonstrate that goodideas can be generated in a short time period.
List the ideas on the chalkboard.
NOTES
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Learning Experience 5Coordinating and Monitoring Tutoring Activities
COMPETENCY Coordinate and niIssues or problems
READING
INDIVIDUALLEARNINGOBJECTIVE
INDIVIDUALACTIVITY
INDIVIDUALFEEDBACK
GROUPLEARNINGOBJECTIVE
GROUPACTIVITY
OVERVIEW
of tutoring iootIvI
Read ComPftdriCY
,- r*Identify thafundtiene/
Develop a Job description fOr:$
jl
Compare your raw*.
Resolve oonflictutoring adtivides.
Generate resolutions to mini011441
INDIVIDUAerwirt CNN** Slob description for a tutorial program monitor.
Prior to completing this activity, review the reading for Competency 5 on page 18. Your agency has avery active volunteer group that has volunteered to serve as tutoring program monitors. How would youuse these people to make your program more effective? What qualities must they possess? How muchor what type of training program/orientation should they receive? Develop a job description byanswering the above qt19stions.
626
INDIVIDUALFEEDBACK Compare your response to some suggested answers.
Some possible duties of the tutorial monitor:
1. Assist with transportation to and from various field trips.
2. Provide remedial assistance to the tutor who may be having problems.
3. Participate in various meetings of the tutorial team.
4. Assist in record-keeping.
5. Assist ana participate with workshops.
Practically anything that was mentioned in this moditle that caused you to take note and wonder "Howam I ever going to accomplish this?" should be included.
GROUPACTIVITY
Generate resolutions to the mini -case studies...
Note: The following outline is to be used by the workshop facilitator.
Facilitator's Outline I Notes
A Starting Point
1. Divide the large group into four orfive small groups.
2. Have participants review the read-ing for Competency 5 on page 18.
3. Distribute one of the two mini-casestudies to earh member of the group.Allow two to three minutes for eachindividual to read the case study.
0 Generating solutions
1 Allow approximately 10-15 minutesfor groups to discuss the situationand brainstorm a variety of solutions.
Attempt to maintain an equal number of groupsworking on each case study.
63
Facilitator's Outline Notes
2 Ask each group to choose whichalternative of combination of alter-natives is most appropriate/feasible,chid present it to the large group.
C. Feedback
1. Indicate that this activity has no"right" or "wrong" answers. Somegeneral guidelines for judgingresponses are as follows:
Try to avoid decisions whichmight affect the image of theprogram.Try not to alienate or "turn-off"clients, staff.Try to involve a group of individ-uals in the problem/solution.
The best type of feedback to use iscommon sense and one's bestjudgement.
As discussion and interaction develops, bringup factors relative to the difficulty of reaching aconcensus on the group's solution and notecommonalities and differences among groupresponses.
64
66
Handout
Mini-Case Studies
Case 1. John Lincoln is a very prominent businessman who has volunteered his services as a tutor. Inthe past, your school administration has had a very good relationship with Mr. Lincoln. For the past 10years he has furnished free food and games for the annual end-of-the-year picnic During the pasttutoring session, you observed him slapping the hand of a tutee for what he thought was an absurdanswer. As tutoring monitor, what would you do?
Case 2. Luis Ford is the Director of Women's Services. She believesvery strongly that clients should begiven the opportunity to go into nontraditional areas. Ms. Ford has been tutoring Pat in the improve-ment of job-seeking skills. Pat has secured two job interviews on her own, and has become moreconfident in seeking employment. One day Pat stops you, the tutoring monitor, to share a problem. Shelikes and respects Ms. Ford and is concerned about the effects her heated discussion with Ms. Ford willhave on their relationship. The problem: Ms. Ford adamantly objects to Pat's upcoming interview for anurse's aide in a hospital primarily because of its traditional and stereotypical nature. As tutoringmonitor. what would you do?
65
67
NOTES
66
68
Learning Experience 6Evaluating Program Effectiveness
OVERVIEW
COMP1ENC
RSA"S ;
'''-,4., ,,!4"
INDIVIDUACTIVITY'
. t 't ' 'retA ,.,,, ', '''
''t
;4.
,, .
'.!S it. 'S. ",
INDIVIDUAL Cam*.FEEDEACK
GROUPLEARNING *01.VOBJECTIVE
GROUPACTIVITY
..;
, rI '-' ' -
Adapt a *snip inatruTeM.ta-your,
67
69
INDIVIDUALACTIVITY
Adapt a sample instrument to your own setting.
In this activity, you will be reviewing and revising samples 8,9 , 10, and 11 on pages 24-27 to better meetthe needs of your particular setting. Pretend that you are a member of the tutorial program planning andsteering committee and that you have a major task to accomplish: the development of evaluationinstruments to assess program effectiveness.
Tne first step involved in accomplishing this goal is to search for existing instruments which can beadapted to meet your program needs. During your search, you found four instruments, which can beused for either process or product evaluation with some modifications.
Review the forms (samples 8, 9, 10, and 11) and select one for revision. Make improvements whereveryou feel they are necessay. Next, write on the instrument if it is to be used for process or productevaluation Also, jot down important points you would like to make to other committee members,regarding the instrument you selected and revised.
INDIVIDUALFEEDBACK
Compare your evaluation instrument against some generalcriteria.
Feedback for the evaluation instrument:
Is it process or product oriented?
Does it assess what you want it to assess'
Are the r.,,iestions stated in a positive tone?
Are the question geared to the reader? Easy to understand, appropriate reading level?
Is the length appropriate - not too long or convoluted?
Does it allow for written comments?
Finally, the best test of the soundness of your evaluation int.trument is to pilot test or consult withcolleagues for their reactions.
GROUPACTIVITY
Adapt a sample instrument to your own setting.
Note: The following outline is to be used by the workshop facilitator.
Facilitator's Outline
A. Starting Point
Notes
1 Divide the large group into smallgroups of three to four people; ensur.ing that the total number of smallgroups is an even number.
2 Have participants review the read-ing for Competency 6 on page 25.Highlight the samples on pages
B Activity Procedures
1 Have each group develop an instrument that evaluater We tutorialprogram
69
Allow approximately 20-25 minutes for thedevelopment of the sample instrument.
When groups are in the role of steering com-mittee members they should use the individualfeedback section as a guide for questions.
71
Facilitator's Outline Notes
2. Have each group role play a situa-tion in which they will pose as thetutorial program team and presenttheir instrument to another groupwho will role play national steeringcommittee members.
3. Ask participants to reverse roles andthe group ti iat was presenting theinstrument will now serve as steer-ing committee members.
4. Summarize reactions, comments, thatdevelop in the role play situations.
70
7°4
EVALUATION
PARTICIPANT SELF-ASSESSMENT QUESTIONNAIRE1 Name (Optional) __ 3 Date
2 Position Title
Agency Setting (Circle the appropriate number)
4 Module Number
6 Elementary School 10 JTPA 14 Youth Services 18 Municipal Office7 Secondary School 11 Veterans 15 Business/Industry 19 Service Organization8 Postsecondary School 12 Church Management 20. State Government.9 College/University 13 Corrections 16 Business/Industry Labor 21 Other.
17 Parent Group
Workshop Topics
PREWORKSHOPNEEDFORTRAIN- POSTWORKSHOP MASTERY OFING Degree of Need (circle one for TOPICS Degree of Mastery (circleeach workshop topic) one for each workshop topic).
1. Developing needs assessment tech-f or identifying clients who need
tutoring. 0 1 2 3 4 0 1 2 3 4
2. Obtaining support for tutoring activitiesand making physical arrangements. 0 1 2 3 4 0 1 2 3 4
3. Determining what content should betaught in the tutoring session. 0 1 2 3 4 0 1 2 3 4
4 Planning and conducting a tutoring ses-sion that uses instructional proceduresand feedback. 0 1 2 3 4 0 1 2 3 4
5. Coordinating and monitoring tutoringactivities. 0 1 2 3 4 0 1 2 3 4
6 Evaluating the effectiveness of the tutor-ing program. 0 1 2 3 4 0 1 2 3 4
Overall Assessment on Topic of TutoringClients 0 1 2 3 4 0 1 2 3 4
Comments:
NOTES
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Trainer's Assessment Questionnaire
Trainer Date. Module Number.
Title of Module
Training Time to Complete Workshop. hrs. min.
Participant Characteristics
Number in Group Number of Males Number of Females
Distribution by Position
Elementary School Youth Services
Secondary School Business/Industry Management
Postsecondary School Business/Industry Labor
College/University Parent Group
JTPA Municipal Office
Veterans Service Organization
Church State Government
Corrections Other
PART I
WORKSHOP CHARACTERISTICSInstructions: Please provide any comments on the methods andmaterials used. both those contained in the module and others that are not listed. Also provide anycomments concerning your overall reaction to the materials, learners' participation or any otherpositive or negative factors that could have affected the achievement of the module's purpose.
1 Methods: (Compare to those suggested in Facilitator's Outline)
2 Materials (Compare to those suggested in Facilitator's Outline)
3 Reaction (Participant reaction to content and activiti( 3)
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PART II
WORKSHOP IMPACTInstructions: Use Performance Indicators to judge degree of mastery. (Com-plete responses for all activities. Those that you did not teach would receive 0 )
Group's Degree of Mastery
Not Little Some Good OutstandingTaught (25% or less) (26%-50%) (51°4-75%) (over 75%)
Note: Circle the number that best reflects your opinion of group mastery.
Learning Experience 1Group 0 1 2 3 4Individual 0 1 2 3 4
Learning Experience 2Group 0 1 2 3 4Individual 0 1 2 3 4
Learning Experience 3Group 0 1 2 3 4
Individual 3 1 2 3 4
Learning Experience 4Group 0 1 2 3 4
Individual 0 1 2 3 4
Learning Experience 5Group 0 1 2 3 4
Individual 0 1 2 3 4
Learning Experience 6Group 0 1 2 3 4
Individual 0 1 2 3 4
Code:
Little: With no concern for time or circumstances within training setting if it appears that less than 25°a of the learnersachieved what was intended to be achieved
Some: With no concern f,o time or circumstances within the training setting if it appears that less than close to half of
the learners achieved the learning experience
Good: With no concern for time or circumstances within the training setting if it appears that 50°4)-75% have achievedas expectec!
Outstanding: It rnr rr ,t,,trl 75", of learner mastered the content as expected
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PART ill
SUMMARY DATA SHEETInstructions: In order to gain an overall idea as to mastery impactachieved across the Learning Experiences taught, complete the following tabulation. Transfer thenumber for the degree of mastery on each Learning Experience (i.e., group and individual) from theWorkshop Impact form to the columns below. Add the subtotals to obtain your total module score.
GROUP INDIVIDUALLearning Experience Learning Experience1 score (1-4) 1 = score (1-4)
2 score (1-4) 2 = score (1-4)
3 score (1-4) 3 = score (1-4)
4 score (1-4) 4 - score (1-4)
5 ,;core (1-4) 5 = score (1-4)
6 score (1 -4) 6 = score (1-4)
Total Total(add up) (add up)
Total of the GROUP learning experience scores and INDIVIDUAL learning experience scores =Actual Total Score Compared to Maximum Total*
'Maximum total is the number of learning experiences taught times four (4).
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NOTES
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Performance Indicators
As you conduct the workshop component of this training module, the facilitator's outline will suggestindividual or group activities that require written or oral responses. The following list of performanceindicators will assist you in assessing the quality of the participants' work:
Module Title Tato' Clients
Module Number CG C-2
Group Learning Activity Performance Indicators to Be Used for Learner Assessment
Group Activity Number 1:
Determine through needs assess- 1. Are sample items on evaluation instruments appropriate forment which clients need tutoring. grade/level of clients?
2. Did each person have an opportunity to participate?
3 Was consensus reached?
Group Activity Number 2:
Obtain support for tutoring active- 1. Are participants providing one another with viable solutions toties and scheduling sessions. problems?
2. Did participants note commonalties and differences acrossgroups?
Group Activity Number 3:
Describe the content to be taught 1. Are interviewer and interviewee ratings consistent with oneto clients another?
2. Do participants appear to be more comfortable in the role ofinterviewer or interviewee?
Group Activity Number 4:
Brainstorm tutoring techniques. 1. Were participants able to brainstorm appropriate ideas for thetopics?
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Group Learning Activity Performance Indicators to Be Used for Learner Assessment
Group Activity Number 5.
Coordinate and monitor tutoringactivities
1.
2.
Group Activity Number 6.
Evaluate tutor performance. 1.
2.
Are suggested alternatives feasible and practical?
Did participants reach consensus on any specific alternatives?
Are steering committee members' questions on the evaluationinstruments based on the suggested criteria?
Do the items on the evaluation assess what they are supposedto assess?
3. Are the items appropriate for the intended audience?
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so
REFERENCES
Deter line, William A. Training and Managementof Student Tutors. Final Report. Washington,DC: U.S. Office of Education, Bureau ofResearch, 1970.
Division of Pupil Personnel Services. Peer Tutoring--A Model Program. Indianapolis, IN: IndianaDepartment of Public Instruction, 1977.
Drier, H. N., et al. Career Guidance Practices.Columbus: National Center for Research inVocational Education, The Ohio State Univer-sity, 1977.
Hartz, John D., and Kosmo, Susan J. CareerCounseling in the Rural School. Colui.ibus:National Center for Research in VocationalEducation, The Ohio State University, 1977.
ADDITIONAL RESOURCES
The materials listed in this resource section are ones that can provide you with additional knowledgeand skills in the area of career development tutoring.
"Th.! Tutorial Project; A Successtul School Expe-rience." Gary L. Brager and others, Journal of theInternational Association of Pupil PersonnelWorkers 17 (March, 1973): 88-99.
A description of the tutorial project which pro-vides secondary school students as tutors to ele-mentary school pupils. The tutors operate underthat direction of the elementary school teachersand administrators, and generally serve from oneto two hours daily. The project is designed toprovide success-oriented educational experiencesfor high school students.
"Effects of Tutor Training, Achievement, andExpectancies on Process and Product Peer Tutor-ing Variables." Research summary from Tucson,Arizona, Center for Educational Research andDevelopment presented in 1976 Annual Confer-ence of the American Educational Research Asso-ciation. Eva E. Conrad, Arlington, Virginia, ERICResources in Education, ED124523, October,1976.
This study investigated the effects of three varia-bles on tutor and tutee performance; (1) theachievement level of the tutor; (2) brief tutortraining in reinforcement and corrective feed-back procedures: and (3) tutor expectancy abouttutee performance. Peer tutoring guidelines thatcan be generated from this research include:(1) all children in a ciass, regardless of achieve-ment level, should be selected to s.--rve in thetutoring role: (2) brief tutor training in basicreinforcement and corrective feedback proce-dures, and (3) tutor expectancies about tutees
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performance may result in less biased teachingbehavior by peer tutors than by adult tutors.
"Peer Tutoring: A Cooperative Learning Expe-rience." Eva Conrad, University of Arizona atTucson Center for Educational Research andDevelopment, 1974. Arlington, Virginia, ERICResources in Education, ED108747, November,1975.
This brief illustrated booklet suggests proceduresfor the incorporation of planned peer tutoringinto daily classroom routines. This method ofinstruction has been found to be usable with avariety of academic tasks and is seen as one wayto achieve individualization of instruction. Thebooklet focuses on the definition of peer tutoring;benefits to the tutee, tutor and teacher; tutortraining techniques; appropriate tutoring tasks(grouped by academic areas) ; appropriate mate-rials; and record keeping. A brief look at how oneteacher uses peer tutoring in her classroom isincluded.
Learning and Growing through Tutoring. A CaseStudy of Youth Tutoring Youth. Bruce Dollar,National Commission on Resources for Youth,Inc., New York, N.Y., 1974. Arlington, Virginia,ERIC Resources in Education, ED118661, June,1976.
A case study. in-depth description, and analysisof a youth tutoring youth program are presentedin this document. The program described here issaid to represent a good choice for a case studybecause it is so average.
Elementary School Guidance and Counseling 11(October, 1976).
This was a special issue devoted to the topic ofpeer facilitators It focused on the concept ofteaching young people to be facilitators of per-sonal growth in themselves and in others theirown age. It contains articles on the history of peerfacilitation, training facilitators, ethical consider-ations, and programs in practice as well as otherarticles related to peer facilitation programs.
Peer Tutoring - -A Model Program. Indiana Depart-ment of Public Instruction, Division of Pupil Per-sonnel Service, 1977.
This 50 page publication draws very heavily oncurrent research and practice regarding the tutor-ing process. Many of the references are notlimited to the guidance process, but have excel-lent implications. It provides procedures, helpfulsuggestions on methods, examples of programs,and training recommendations.
"Maximizing the High School Counselor's Effec-tiveness: The Use of Senior Tutors." W. CharlesLobitz. School Counselor 18 (November, 1970):127-129.
This is a brief description of a successful smallscale team approach to helping failing students.Success is attributed to providing low achieverswith special attention, and high achievers with acreative outlet for their intellectual energies.
A Study to Determine the Effect of Peer Tutoringon the Reading Efficiency and Self Concept ofDisadvantaged Community College Freshment:
Final Report. Sandra F. Ross, Tarrant CountyJunior College District, Ft. Worth, Texas, 1972.
Arlington, Virginia, ERIC Resources in Educa-tion, ED081415, January, 1974.
Students enrolled in the same reading courseserved as tutors and tutees in the classroom. Thepeer tutors were second-semester students andthe tutees were first-semester students. All groupsmade gains in reading as well as self-concept.The greatest gains were made by the springtutors who had been tutees and by their tuteeswho had the advantage of the experienced tutim.Students made better reading and self-conceptgains in the role of teacher than in the role ofstudent. Students receiving instruction from expe-rienced tutors made slightly better gains thanstudents paired with inexperienced tutors.
"Peer and Cross-Age Tutoring and Related Topics;An Annotated Bibliography." Roberta Wilkes,University of Wisconsin at Madison Research andDevelopment Center for Cognitive Learning, 1975.Arlington, Virginia, ERIC Resources in Educa-tion, ED114371, March, 1976.
This annotated bibliography is an effort to pro-vide educators and researchers with a compre-hensive listing of current resources, information,and research concerning peer and cross ageacademic tutoring by students, together with aselection of references on related topics of crossage interactions, tutoring in general, and the useof para-professionals in educational and thera-peutic situations. The references cited wereselected from a search of education and psy-chological literature from 1960 to 1973.
KEY PROJECT STAFFThe Competency- 'Used Career Guidance Module Ser;eu was driveloped by a consortium of agencies. Thefollowing list represents key staff in each agency that worked on the project over a five-year period
The Nation., Center for Research in Vocational Education
Harry N Oriel Consortium DirectorRobert E CampbeN Project DirectorLinda A Pfister Former Project DirectorRobert Bhfierman Research SpecialistKaren Kimmel Boyle Program AssociateFred Williams Program Associate
American institutes to Research
G Brian Jones Project DirectorLinda Phillips-Jones Associate Project DirectorJack Hamilton Associate Project Director
University of Missouri-Columbla
Norman C Gysbers Project Director
American Association for Counseling and Development
Jane Howard Jasper Former Project Director
American Vocational Association
Wayne LeRoy Former Project DirectorRoni Posner Former Project Director
U.S. Department of Education, Office of Adultand Vocational Education
David Pritchard Project OfficerHolli Condon Project Officer
A number of national leaders representing a variety of agencies and organizations added their expertise to theproject as members of national panels of experts. These leaders were--
Ms Grace BasingerPast PresidentNational Parent-Teacher
Association
Dr Frank BoweFormer Executive Director
Ms Jane RateghiEducation CoordinatorAmerican Coalition of Citizens
with Disabilities
Mr Rohert L CraigVice PresidentGovernment and Public AffairsAmerican Society for Training
and Development
Dr Walter DavisDirector of EducationAFL-CIO
Dr Ricnard DiEugenioSenior Legislative Associate(representing Congressman Bill
Gnodling)House Education and Labor
Committee
Mr Oscar GiernesAdministrator (Retired)U S '...)epartmern of LaborDivision of Employment ind
Training
Dr Robert W GloverI) rector and ChairpersonFederal Committee on
ApprenticeshipThe University of Texas at Austin
Dr Jo HayslipDirector of Planning and
Development in VocationalRehabilitation
New Hatipsrare State Departme..tof Education
Mrs Madeleine HemmingsNational Alliance for Business
Dr Edwin HerrCounselor EducatorPennsylvania State Untvarsay
Dr Elaine HouseProfessor EmeritusRutgers University
Dr David LaceyVice PresidentPersonr :I Planning and Business
IntegrationCIGNA Corporation
Dr Howard A MatthewsAssistant Staff DirectorEducation Irepresenting Senator
Orin G Hatch)Committee on Labor and Human
Resources
Dr Lee McMurrinSuperintendentMilwaukee Public Schools
Ms Nunine MeiklejohrrAssistant Director of LegislationAmerican Federation of State
County and Municipal Employees
5.33
Dr Joseph 0 MillsState Director of Vocational
EducationFlorida Department of Education
Dr Jack MyersDirector of Health Policy Study and
Private Sector Initiative StudyAmerican Enterprise Institute
Mr Reid RundellDirector of Personnel DevelopmentGeneral Motors Corporation
Mrs Dorothy ShieldsEducationAmerican Federation of Labor/
Congress of IndustrialOrganizations
Ur Barbara ThompsonFormer State SuperintendentWisconsin Department of Public
Instruction
Ms Joan WillsDirectorEmployment and Training DivisionNational Governors' Association
Honorable Chalmers P WylieCongrelsman/OhioU S Co grass
Dpvololiod fly
THE NATIONAL CENTER
FOR RESEARCH IN VOCATIONAL EDUCATIONIK TOM 10'41,11451f
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Competency-Based Career Guidance Modules
CATEGORY A: GUIDANCE PROGRAM MARIN&A4 identify and Plan for Guidance Program ,
ChangeA-2 Organize Guidance Program Development
TeamA-3 Collaborate with the Community .
A-4 Establish a Career Development theoryA-5 Build a Guidance Program Planning ModelA-6 Determine Client and Environmental Needs
CATEGORY SUPPORTING ,
0-1 Influence Le4islation15-2 Write Proposals0-3 Improve Public Relations and Community.'
Involvement0-4 Conduct Staff Development ActivitiesB-5 Use and Comply with Administrative
Mechanisms
CATEGORY C: IMPLEMENTINGC-1 Counsel Individuals and GroupsC-2 Tutor ClientsC-3 Conduct Cr,mputerized GuidanceC-4 Infuse Curriculum-Based GuidanceC-5 Coordinate Career Resourra CentersC-6 Promote Horn- -Based Guidance
PCI=111114h,
Develop a Work Experience ProgramProvide fru Employability Skill Developartnt,Provide for 64, Basic SkillsdOndtct Placement and Referral ActivitielFacilitate Follow-through and Follow-upCreate and Use an Individual Career Devel-opment PlanProvide Can't Guidance to Girls andWOrner!,t,,,!she Understanding of Individuals with
:01Help Ethnic Minorities with Career Guidance
C-11). Meet Initial Guidanc J Needs of Older AdultsC:17 Promote Equity and Client AdvocacyC-16 Assist Clients with Equity Rights and
ResponsibilitiesC-19 Develop Ethical and Legal Standards
CATEGORY 0: OPERATINGD-1 Ensure Program Operations0-2 Aid Professional Growth
CATEG121111 EVALUATINGE-1 Evaluate Guidance ActivitiesE-2 Communicate and Use Evaluation-Based
Cecisions
111Eli1=11111111111._--
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